Artem Zadorozhnyy
Biographic Data
| ID | 2748958 |
|---|---|
| NAME | Artem Zadorozhnyy |
| GIVEN NAMES | Artem |
| FAMILY NAME | Zadorozhnyy |
| SIGNATURE | ZADOROZHNYY A |
| AFFILIATIONS | Department of English Language Education The Education University of Hong Kong Hong Kong SAR China |
| ORCID | 0000-0002-9434-6971 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Conceptualizing and Operationalizing Prompt Literacy for English Language Learners
Recent developments in Generative Artificial Intelligence (GenAI) technologies have had significant implications for English language education worldwide, opening up new opportunities and challenges. Both researchers and practitioners are increasingly exploring the necessary capabilities that English language learners should possess in relation to GenAI. Prompt literacy, or a combination of multiple capabilities required to engage in dynamic and …
EFL Teachers' Ecological Barriers to Integrating Informal Digital Learning of English
This study examined the ecological challenges teachers faced in integrating Informal Digital Learning of English (IDLE) among 159 in‐service Hong Kong EFL teachers from 2019 to 2024. Analysis of 470 entries revealed that 50% of the challenges stem from exo‐system factors (e.g., heavy workloads), 23% were from macro‐system factors (e.g., examination‐focused education system). Individual factors (e.g., inadequate pedagogical skills) represented 15%…
A rising tide lifts all boats
BackgroundThe achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learning domains, its role in second language (L2) learning and motivational moderators of this effect remain underexplored.AimsThis longitudinal study examines ACE in the context of L2 learning, with a particular focus on the moderating …
ChatGPT and L2 Written Communication
The development of English language written communication skills across many contexts has been hindered by factors such as examination-oriented cultures, anxiety associated with both oral and written communication, limited opportunities for engaging in authentic communication, and a lack of individualized, personalized feedback. Multiple studies throughout the last decade have explored chatbot integration as a means to address these issues and en…
A rising tide lifts all boats
BackgroundThe achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learning domains, its role in second language (L2) learning and motivational moderators of this effect remain underexplored.AimsThis longitudinal study examines ACE in the context of L2 learning, with a particular focus on the moderating …
EFL Teachers' Ecological Barriers to Integrating Informal Digital Learning of English
This study examined the ecological challenges teachers faced in integrating Informal Digital Learning of English (IDLE) among 159 in‐service Hong Kong EFL teachers from 2019 to 2024. Analysis of 470 entries revealed that 50% of the challenges stem from exo‐system factors (e.g., heavy workloads), 23% were from macro‐system factors (e.g., examination‐focused education system). Individual factors (e.g., inadequate pedagogical skills) represented 15%…
ChatGPT and L2 Written Communication
The development of English language written communication skills across many contexts has been hindered by factors such as examination-oriented cultures, anxiety associated with both oral and written communication, limited opportunities for engaging in authentic communication, and a lack of individualized, personalized feedback. Multiple studies throughout the last decade have explored chatbot integration as a means to address these issues and en…
Conceptualizing and Operationalizing Prompt Literacy for English Language Learners
Recent developments in Generative Artificial Intelligence (GenAI) technologies have had significant implications for English language education worldwide, opening up new opportunities and challenges. Both researchers and practitioners are increasingly exploring the necessary capabilities that English language learners should possess in relation to GenAI. Prompt literacy, or a combination of multiple capabilities required to engage in dynamic and …
EFL Teachers' Ecological Barriers to Integrating Informal Digital Learning of English
This study examined the ecological challenges teachers faced in integrating Informal Digital Learning of English (IDLE) among 159 in‐service Hong Kong EFL teachers from 2019 to 2024. Analysis of 470 entries revealed that 50% of the challenges stem from exo‐system factors (e.g., heavy workloads), 23% were from macro‐system factors (e.g., examination‐focused education system). Individual factors (e.g., inadequate pedagogical skills) represented 15%…
A rising tide lifts all boats
BackgroundThe achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learning domains, its role in second language (L2) learning and motivational moderators of this effect remain underexplored.AimsThis longitudinal study examines ACE in the context of L2 learning, with a particular focus on the moderating …
Psychology (4 works) · Mathematics education (3 works) · Educational and Psychological Assessments (2 works) · EFL/ESL Teaching and Learning (2 works) · Pedagogy (2 works) · Sociology (2 works) · Academic achievement (1 work) · AI in Service Interactions (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence in Healthcare and Education (1 work)